So, this would be something um you know much more extensive. And then lastly, under budget and capital improvements. So, obviously communicating and advocating for the instructional and operational needs of the district is the district improvement plan. So, obviously at the school level that would be for our school. um and what um what our needs are and how they directly impact student achievement and operations. So, working with uh collaborating with our district leaders in order to do that. Um also within this to explore all potential funding resources um whether that's a district um funds or if it's grants or community partnerships. Um and we've done we've already started some of this work. Um we we use um we we partner with the Feinstein um program and that has brought in some money for us to to do some outdoor learning um tables and things. So continuing that work and this year I have been on fire with the scholastic dollars that we receive from our book fair.
Just kind of highlight that that's still going on. That's this is about the third year that's been in there. We just note that the district did not um have a revenue neutral rate hearing for the budget year. And then the next column is any budget amendments of which there were none. Uh but then we just always talk about that the general fund and supplemental general always adjusted based on enrollment as well. Turn over the page to page nine. We get to footnote number two which is that stewardship compliance and accountability footnote. Um this one relates to that 10page checklist that I kind of referenced earlier. We had any issues there. Um this is where they're going to be disclosed. That long paragraph just talks about that negative cash balance that I mentioned earlier sites the statute that makes it allowable. And it also sites that you were in compliance with can Kansas budget laws as well.
Now, there there's another part of the finance side that I want to go over with you guys, but I don't know if we want to talk about that now or if you guys want to kind of cuz it doesn't really matter whether it's here or there on the finance side. It's going to have to be a conversation we have because I want you guys to know where we're at on that side. So, do you want to you want me to go ahead and put that in there or do you want to continue discussing the location or just kind of have it all in one big bundle, I guess? So, what you have squared off here, does that include area for the playground? That's building. That's building here somewhere. There's an air conditioning unit or something we go up close to but then that way yeah long term I think this feeds into better for what we could possibly need you know longevity wise for future but all being together and being able to share the kitchen and stuff.
I'm hoping that our seniors will go out and work with our middle school and elementary and during that period we have hopefully we can coordinate and they go teach a lesson because the best way to learn anything is to teach it. And I can tell you a lot of kids told me later it was a trap. had one girl, she was on, like I said, on the hottest date of her life and one of the little kids came out of nowhere, gave her a hug, and she's like, "We have to act respectful." So, it does make a huge difference. And Heather has been co-eing with Julie Bias. So, yeah, it's been fun. Well, I would like to request to adopt I'd like to request to make a motion to adopt the habit learning program. Fantastic. Second. Second. All in favor? I ladies. Thank you. Thanks, Heather.
Okay. Um, so just a background, past, present, future. So our preschool is a developmental preschool program and we service students ages three through five. So when students um have first step services, they come to us before they turn three. So, I meet up with the First Steps coordinator as well as the family um and begin that process to see if they need an evaluation um to continue those special services that they've been receiving through First Steps. Uh if they do the evaluation and end up qualifying on their third birthday, then they would become um one of our students and we continue those services. Um generally they are through developmental delay, speech impairment, language impairment. We service all students. Um have some students with autism. We've got some behavior, um non-verbal, you name it, we take it. They're they're our kids. Um so we aim to have a 50-50 ratio for class lists um with students with special needs as well as typically developing peers.
Um they promote motor skill development, defending open space, communication, cooperation, um challenges, physical literacy, and then fostering those positive social interactions. And then that third recommendation is the speed stacks. Um we're looking at the speed stacks, the 30 sport pack for six schools because we have three schools that already have them. And then the um speed stacks jumbo pack for six of the schools because we also have three that have those as well. Um, again, appropriate for K through six. Um, it's great for fitness, agility, concentration, quickness. Um, it's also really good for hand to eye coordination, cross body movements, a lot of brain development, muscle memory, all of the above. Those are our three recommendations. I'm going to turn it over to Mr. Harsha to talk about secondary recommendations. Good evening again. Uh likewise, the last secondary health and PE review process took place in 2019.
And if you're looking at the visual after they've been paired together for a while, um it should appear seamless. You wouldn't know who's the special educator and you wouldn't know who's the general educator. Um so um we were trying to address the gap between the and basically we were trying to increase the performance of our special education students which is always a challenge. So um so we learned um as we worked on the the past practice that um we tried the school had tried to do co-eing before at an earlier period people had been turned off and the re and by that and it almost became a barrier to the reintegration of it or practice and we looked at we looked at why it became a turnoff. Um because we had people that were a part of it. They had no common planning time between the special educator and the regular educator.
Um, it really does help offset the costs of some, you know, some things like books or, you know, wobbly stools is always a big one that teachers are looking for and those are great ways to offset those costs. So, just keeping that open mind and looking for those other um opportunities to to locate some funds. Um, we want to continue to use our budget to expand the outdoor learning spaces. I'd love to see more um picnic tables out there. Our students enjoy them. Um, we also have a fabulous garden which we'd like to expand that provides great uh it's a great resour resource for math skills and they're out there measuring. Um, so looking for other ways to get students outdoors and we just recently purchased a lending library so we're hoping to put that outside as well. And lastly, when you talk about budget and money, it's important to create a schedule within your building and we've started that this year um where you're always meeting with your building secretary at least monthly to talk about all right, what funds have we used?
But note number three, um, kind of the part I like to highlight on that one is on page 10, the very last paragraph in there on that top third one down. And that's just that all your funds were secured at the end of the year for the school district. So just like that, you didn't have any unsecured funds out there. We're going to go ahead and flip the page to page 11. This is your long-term debt schedule. Uh this footnote just discloses all the debt instruments held by the district of which you can see you just have the one which is the turf lease and here we just disclose the activity for the year u beginning balance amounts paid ending balance and then your interest paid as well and then we break it down below with that schedule as well and gives you kind of that list of future payments.
I mean, you're not getting in a car every time or something to drive back and forth or the other building, you know, just we got a gym here. I don't know if the kids would be allowed to go into the gym on a rainy day. I don't know, but it's all attached. Other thing I had said to Bobby was I didn't know. So, you talked about, you know, making that garage into two rooms. Is there any way to make that garage have a hallway and use the We talked about that, too. The garage door has the door. Yeah, we talked about that, too. Spacewise, it just didn't lay out the best. It's not the best, but it's an option. But we'd kind of like to use it. We could turn that into two rooms. He was, you know, offices or it's a pretty decent size space.
Thanks, 10A. Agenda quick destiny software. Miss Daniels, this evening at 4:00, the board had an opportunity to participate in a work session regarding Destiny software and um a program called AgendaQuick, which would allow us to create our agendas electronically to publish and make more um forward-f facing agendas, backup, things like that for our public and allow um administrators to have a seamless workflow by submitting their agendas through a workflow process and then publishing the agenda for the board to see. So, we had a a good presentation about that, a good understanding about what that would mean. Um, we also one of the buildouts we didn't talk about because it wasn't as gerine to the board was the facilities use agreement process will also be provided by this company. So there will be if then scenarios. If a person asks for audiovisisual equipment with a facility, it will go to Larry for approval.
Um those typically developing peers pay a monthly tuition. So today we want to inform you of how that process is going for us. Um background 2004 uh we started with 38 students and we only had five year olds at that time. So they were their last year before kindergarten. Um with 26 identified 12 typically developing peers. I won't go through all of the numbers that they are all right here. Um up until 2013 tuition was free to all anyone that attended. So, like I stated before, the special education services, um, those students do attend our preschool program for free. Um, but if you're a typically developing peer, then you do pay a monthly, uh, tuition charge, and that started in 2013. Uh, that's also when we started with a two-day option, a three-day, and a five-day option. Um, so two-day was generally three-year-olds, 3-day was four year olds, and five-day was four turning five.
So we pulled together uh teachers and department chairs, building administrators, and even um student and parent from um our campuses. You can see Belle, Fall Creek, LN, and LC were all involved. Um we had a number of group meetings, and I tried to bullet there kind of our process. We first started off with creating a vision. What is it that we really want in health and PE for our secondary students? Um, we took some time to explore what we're currently doing, how our programming is currently working. We had some shared experiences. We sent some uh folks to some conferences, had a few group meetings. We also piloted uh a number of different curricular resources at our building so that our teachers could really dig in and and explore them, and then we met um to finalize those recommendations. On the next slide, you can see um just a a a rundown of our a summary of our vision.
It was always a match of convenience. When you work with somebody that intensely, you had better like them because otherwise you're going to end up in divorce, you know. Um so um there's that. And then um the other thing that um we learned was that um as they um so common plant match uh and then oh and there had been very little training and so what happened was the root of all this the general education teacher felt like the primary person in terms of the lead person and the special education teacher felt like playing that she was playing or he was playing second second place. And that wasn't really affirming for for the special education teacher and it perpetuated the the piece where there's some there's always some sort of tension between special ed and general ed. And um so once we put that together um what I did was I took a team that was interested in trying again.
Are we using them efficiently and planned and do we need to adjust for any unforeseen costs or needs that arise? So, those meetings are important to keep everyone um in the loop. So, I know that was kind of fast, but hopefully I was able to give you an overview and I'd be happy or Mr.
I always like to remind the board this is a good kind of budgeting tool to have in your back pocket when it comes time for budget just because you can kind of see when those debt instruments are going to come due. um gives you an idea of when those repayments might be coming up. Always like to highlight that following couple pages 12 and 13 are your defined benefit pension plan footnote or your capers footnote. Uh the couple paragraphs that we mention here are on page 13. A lot of that stuff on page 12 is stuff from the state legislation regarding um funding capers trying to get it back up to funding. But on page 13, there's actually information pertaining directly to the district. Second paragraph down, we talk about how much was remitted on behalf of the district, a little over $1.3 million. And then we talked about that net pension liability, kind of that scariest one in here.
So, so before when we had the meeting, we went back and looked at notes and it was the consensus, right, to go with option B. So, you never made a motion. So, it was was the consensus side of it. So, really, we wouldn't have to resend a motion. It just be as of right now consensus is to move forward with attaching it if that's what we want to do. But I I want to have that conversation. and you guys can still go ahead and do it with like consensus, but I want to still be able to go visit with Tim about this before it's like and I would jump in and I think from the contractor's perspective and cost standpoint, I don't know that we need to change the location, but I think if we got the opportunity to say, hey, you know, give us a schematic floor plan of a standalone building and of a uh addition that fits It's the budget and then we bring you both and then you pick.
If they don't, it goes to whomever the next person is to eliminate um paperwork for facilities use, which is a large consternation on our part to be honest with you. Um there's a onetime setup fee of $2,750, an annual fee of 52. Um this is used by multiple public entities and school districts. Um the town of Chino Valley most recently was using it and Yokai County Board of Supervisors uses this. So for people who are checking agendas in our area as well, they'll be familiar with this format for our agendas would stay relatively the same, but allows us to have a much easier workflow and allows us to be able to um make sure that we're presenting for the public all the things that they that they need to see in order to um be, you know, watch make sure we're being good stewards of public money and making decisions that are in line with the public.
Uh at that time in 2013, we offered um tuition assistance which was through United Way. It was a grant program um and we followed the free and reduced eligibility criteria for families to complete that um to be eligible for those. Uh 2015 uh tuition was required then for um all students and the tuition assistance was eliminated. Also in the past um from 2004 to 2015 transportation was provided for typically developing peers throughout the district. So our buses went and picked them up wherever they were on a half-day program. Um picked them up and took them back to wherever that was daycare, home, whichever. Um that was eliminated in 2015. Um and we all moved to Flint Springs at that time. So we had been at Lincoln. Sorry, go back to the other one. Um, we started at Lincoln, then we were at Lincoln and Horseman.
Um our teachers were very adamant that uh we in health we wanted to make sure that we were really focusing on um healthy versus unhealthy lifestyle and choices of our students um our teens um focusing on the whole student um and of course making sure that we have relevant updated resources because they were feeling that our resources we were using were a little bit outdated. So that was good to hear that we're moving forward. On the next slide, you can see in PE um same thing, focus on healthy healthy activity and lifestyle, not just games and sports and their rules. Um and there was a real big push from this group about making sure that our curriculum um represented a diverse um the diverse cultures in which we serve and a variety of games and sports, not just um the ones that maybe are typically done um particularly in Indiana in PE.